Most of you have been teaching for several weeks. Patterns are probably beginning to emerge and classroom routines are probably making you feel more comfortable than you were when you started. Can you still see the teacher that you started this semester wanting to be? Are you satisfied that you're actually teaching or are you concerned that you may be getting immersed in playing the "game of school?" Assess your teaching so far. What are you doing well, and what do you know you need to work on? What evidence are you seeing for both your successes and difficulties? What are you determined to change and why?
I can honestly say that my time here at NKHS has been an excellent experience. I can credit my CT and my students for these feelings. I feel that since I first stepped foot into the high school I have grown both as an educator and as a person. I have a new found respect for teachers and the steps they take in order to reach all of their students. The amount of effort, work and time that goes into each lesson plan is something that I came to realize and appreciate and I was extremely lucky to have a CT who was willing to constantly work with me to make me a better teacher.
Routines have absolutely emerged in my classroom since I began. Upon starting I did not put objectives on the board, I did not have an outline of the lesson for students to follow, nor did I write the HW on the board! Now that I know about these strategies (that not only helped my students but MYSELF as well) it almost seems stupid to me that I didn't do it from day 1!!!!
Some things that I believe I am doing well are relating information to students and taking the time to help students "catch up" or understand information better. I am also diversifying my lesson plans to meet a number of different visual, auditory, and kinesthetic learners. By diversifying my lesson plans I not only have more types of activities but I also have a wider range of things to do with my students (that they all seem to enjoy). For example today we used playdough to represent chromosomes and Crossing Over. One last thing that I believe I am doing well is my organization. I have a binder filled with all of the worksheets, tests, activities, etc. that I have given to my students IN ORDER of chapter. I also keep very good tabs on who is doing their HW and who needs to make up work (tests, labs) for me. Evidence in my success I believe are good test grades, students willingness to participate in my class, and daily informal assessments that I make while class is taking place.
I am determined to change a couple things about my teaching. I find myself being thrown off some of the time by students who are talking/not paying attention while i'm teaching. I take 2 seconds to say their name and tell them to stop talking and then I lose my train of thought. I want to implement a more strategic way of stopping my students from talking while not breaking from the lesson. Another is how I speak to my students, I find myself using the same words after each sentence (ie - Right? Understand? Yes/No?) and this is not the most professional way to ask students questions. I would like to learn a new way to see if my students understand what I'm saying without having to ask them.
I can honestly say that my time here at NKHS has been an excellent experience. I can credit my CT and my students for these feelings. I feel that since I first stepped foot into the high school I have grown both as an educator and as a person. I have a new found respect for teachers and the steps they take in order to reach all of their students. The amount of effort, work and time that goes into each lesson plan is something that I came to realize and appreciate and I was extremely lucky to have a CT who was willing to constantly work with me to make me a better teacher.
Routines have absolutely emerged in my classroom since I began. Upon starting I did not put objectives on the board, I did not have an outline of the lesson for students to follow, nor did I write the HW on the board! Now that I know about these strategies (that not only helped my students but MYSELF as well) it almost seems stupid to me that I didn't do it from day 1!!!!
Some things that I believe I am doing well are relating information to students and taking the time to help students "catch up" or understand information better. I am also diversifying my lesson plans to meet a number of different visual, auditory, and kinesthetic learners. By diversifying my lesson plans I not only have more types of activities but I also have a wider range of things to do with my students (that they all seem to enjoy). For example today we used playdough to represent chromosomes and Crossing Over. One last thing that I believe I am doing well is my organization. I have a binder filled with all of the worksheets, tests, activities, etc. that I have given to my students IN ORDER of chapter. I also keep very good tabs on who is doing their HW and who needs to make up work (tests, labs) for me. Evidence in my success I believe are good test grades, students willingness to participate in my class, and daily informal assessments that I make while class is taking place.
I am determined to change a couple things about my teaching. I find myself being thrown off some of the time by students who are talking/not paying attention while i'm teaching. I take 2 seconds to say their name and tell them to stop talking and then I lose my train of thought. I want to implement a more strategic way of stopping my students from talking while not breaking from the lesson. Another is how I speak to my students, I find myself using the same words after each sentence (ie - Right? Understand? Yes/No?) and this is not the most professional way to ask students questions. I would like to learn a new way to see if my students understand what I'm saying without having to ask them.